انجمن پژوهشهای آموزشی ایرانپژوهش در نظامهای آموزشی2383-132451420111122Electronic Non Formal Education: A Case Study of Tehran MunicipalityElectronic Non Formal Education: A Case Study of Tehran Municipality32485681FANazila Khatib ZanjaniAssistant Professor, Faculty member of Payam-e Noor University, Garmsar, IranBahman ZandiAssociate Professor, Payam-e Noor University, Tehran, IranMehran FarajollahiAssociate Professor, Payam-e Noor University, Tehran, IranEssa Ebrahim ZadehAssociate Professor, Payam-e Noor University, Tehran, IranMohammad Reza SarmadiAssociate Professor, Payam-e Noor University, Tehran, IranJournal Article20190401<span>Considering the emergence of brand-new educational needs, non-formal education <span>as a prerequisite of a knowledge-based society is increasingly going popular among <span>nations in view of its continual nature. However, life-long learning as a key concept <span>of the modern education system stands clearly at odds with traditional learning in <span>every way of philosophy, objectives, strategies and policy-making. This research <span>aims to compare the efficiency of electronic non formal education with that of other <span>types of education for Tehran Municipality employees in 2009.<br /><span>This quasi-experimental study is an instrumental-developmental research based on <span>a pre-test/post-test plan for two groups. The sample of this research consists of (N= <span>114) voluntary people from the permanent employees of municipality. The nonelectronic learning group was provided with a pamphlet on verbal communication <span>and four sessions and the other group trained electronically. The data-gathering <span>instrument was a researcher`s questionnaire. The data gathered was analyzed <span>through both descriptive and inferential statistical techniques using SPSS V.11 <span>software. Findings suggest that both electronic and non-electronic methods have <span>been effective in learning but electronic education would be more effective in <span>citizenship and non formal education. Therefore, the electronic (web-based) method <span>is recommended as an effective method, for designing and delivering some topics of<br /><span>non formal education programs for citizenships.</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /></span>انجمن پژوهشهای آموزشی ایرانپژوهش در نظامهای آموزشی2383-132451420111122The Effect of Raising Morphological Decomposition Awareness on Lexical Knowledge of Complex English WordsThe Effect of Raising Morphological Decomposition Awareness on Lexical Knowledge of Complex English Words254085682FAFahimeh MarefatAssociate Professor of the Department of English, Allameh Tabatabaeii UniversityMohammad AbbasnejadPh. D Candidate in Allameh Tabatabaeii University,Journal Article20190401<span>Lexical knowledge of complex English words is an important part of <span>language skills and crucial for fluent language use. This study aimed <span>to assess the role of morphological decomposition awareness as a <span>vocabulary learning strategy on learners’ productive and receptive <span>recall and recognition of complex English words. University students <span>majoring English at the English department of Kerman University <span>were randomly assigned to three groups: form-focused group which<br /><span>learned the words by being morphologically decomposed to them; <span>meaning-focused group to which the glosses were presented by being <span>defined and used in a sentence; and a control group, rote memory, the <span>members of which were asked to only memorize the glosses. TOEFL <span>and VLT pretests showed comparable results among the three groups <span>(p>o.o5). However, in post-tests the participants in the form-focused <span>group achieved higher scores in all four aspects of lexical knowledge <span>than the other two groups (p<0.05). Morphological decomposition <span>strategy is recommended as a very useful strategy for learning<br /><span>complex English words.</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /></span>انجمن پژوهشهای آموزشی ایرانپژوهش در نظامهای آموزشی2383-132451420111122Partial Knowledge in Multiple-Choice TestingPartial Knowledge in Multiple-Choice Testing415685683FAAli Asghar Rostami AbusaeediAssociate Professor at Shahid Bahonar University of KermanJournal Article20190401<span>The intent of this study was to discover the nature of (partial) knowledge as <span>estimated by the multiple-choice (MC) test method. An MC test of <span>vocabulary, including 20 items, was given to 10 participants. Each examinee <span>was required to think aloud while focusing on each item before and while <span>making a response. After each test taker was done with each item, s/he was <span>required to provide answers to retrospective questions. The specific purpose <span>of the questions was to elicit the examinees’ ‘systemic knowledge’ of each <span>item (i.e., how much they knew about each component of the item as well as<br /><span>their knowledge as to the relationship between the components). Based on <span>the nature of the test takers’ protocols, task analysis, and objective of the <span>study, a coding scheme was developed for analyzing the protocols. Then, the <span>protocols were closely examined to find out the coding categories that <span>contributed to the basic identity of the two polar classes of knowledge (i.e., <span>Absence of Knowledge and Full Knowledge). The same approach was used <span>in the rest of the protocols to find out the possible subcategories of partial <span>knowledge. Similar codes were categorized into natural classes to develop a <br /><span>model of knowledge in MC testing which resulted in a model of knowledge <span>comprising five categories.</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /></span>انجمن پژوهشهای آموزشی ایرانپژوهش در نظامهای آموزشی2383-132451420111122Educational Styles as Perceived by Tehran Pre-University StudentsEducational Styles as Perceived by Tehran Pre-University Students577285684FAAbbas KhorshidiAssociate professor at Islamic Azad University, Islamshahr branchMehdi MahdaviAssistant professor at Islamic Azad University, Khodabandeh branchHomeira Khalily SamanyUniversity InstructorJournal Article20190401<span>The present study explores parents’ educational styles (or ‘parenting styles’ <span>as used by previous researchers) as perceived by their pre-university-aged <span>children. Sample size formula was administered to determine the number of <span>participants; accordingly, 800 (380 males and 420 female) students studying <span>at Tehran pre-university schools were selected through stratified random <span>sampling. Participants were given a researcher-made, 35-item questionnaire <span>devised to measure parenting styles. Data was then analyzed using the Factor <span>Analysis method. Findings revealed four distinguished parenting styles, i.e. <span>Decisive-kind, Decisive-unkind, Permissive-kind & Permissive-unkind <span>styles<span>.</span></span></span></span></span></span></span></span></span><br /></span></span>انجمن پژوهشهای آموزشی ایرانپژوهش در نظامهای آموزشی2383-132451420111122Matching Teaching/Learning Styles and Students’ SatisfactionMatching Teaching/Learning Styles and Students’ Satisfaction738985685FAMohammad Hassan PardakhtchiAssociate Professor of Educational Administration, School of Education and Psychology, Shahid Beheshti UniversityAhmad SaideeAssistant Professor, School of Education and Psychology, Shahid Chamran University,
Ahwaz, Iran,Journal Article20190401<span>Part of the theoretical literature and researches conducted in the western <span>countries especially in the USA, concerning learning styles and teaching <span>styles, hypothesize that: a) students’ learning styles are different based on <span>their gender, college degree, and major, b) teachers’ teaching style is <span>consistent with their learning style, and c) matching teaching style/learning <span>style would result in better outcomes, including student satisfaction. The <span>major purpose of the study, reported in this paper, was to investigate these <span>postulates about the students and the faculty members of the School of<br /><span>Education and Psychology at Shahid Beheshti University of Tehran, Iran.<br /><span>The Learning Style Questionnaire (Peter Honey, 2006) and The Trainer <span>Style Questionnaire (Peter Honey, 2007), which have identical <span>categorization for teaching/learning styles, were used to identify styles, and <span>for identifying students’ satisfaction, Siddharthan’s questionnaire (1999) was <span>employed. The results of the study showed that there were significant <span>differences in the students’ learning styles, based on their gender, college <span>degree and major. The data also revealed that instructor’s teaching styles, <span>whether indicated by themselves—considered as ‘intended teaching style’— <span>or by their students—considered as ‘actualized teaching style’—were <span>consistent with their learning styles, also significant differences were found <span>in teaching styles of the instructors, based on gender and no differences <span>based on academic discipline. The results also indicated that students whose<br /><span>learning styles were congruent with the instructor’s teaching style were more <span>satisfied than those who did not enjoy this congruity.</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /></span>انجمن پژوهشهای آموزشی ایرانپژوهش در نظامهای آموزشی2383-132451420111122Improving Students Learning and Achievement in Mathematics by Using Smart boardImproving Students Learning and Achievement in Mathematics by Using Smart board919885686FAElahe AminifarAssistant Prof., Faculty of Science, Shahid Rajaee Teacher Training UniversityAli ZaeembashiAssistant Prof., Faculty of Science, Shahid Rajaee Teacher Training UniversityJournal Article20190401<span>Mathematics skill deficiencies for entrants into degrees are welldocumented. Quizzes at the first month of semester and mid-term test <span>confirmed that incoming students to the Shahid Rajaee Teacher Training <span>University lacked basic mathematical skills. In 2011 visual learning <span>resources were created using smart board, an interactive whiteboard, to help<br /><span>students fill the gap between high school and university mathematics. They <span>were also used to support student learning in subjects. The visual resources <span>demonstrated and discussed how to start and complete mathematics <span>problems. They enabled students to develop their conceptual understanding <span>of mathematics at their own pace, in their own time and with feedback. The <span>visual resources enabled weaker students to catch up and additional <span>resources were subsequently developed to sustain improvements in new <span>topics. This paper discusses the production process of the visual resources<br /><span>and provides an overview of their impact<span>. </span></span></span></span></span></span></span></span></span></span></span></span><br /></span></span>انجمن پژوهشهای آموزشی ایرانپژوهش در نظامهای آموزشی2383-132451420111122How to Gain Respect as an Educator?How to Gain Respect as an Educator9910885687FAFatemeh KatebFaculty member of Alzahra UniversityJournal Article20190401<span>Respect is often mentioned spontaneously when people talk about <span>relationships in society, and intuitively everyone seems to know its <span>meaning. In any kind of relationship, respect is often said to contribute <span>to successful interactions. Scientists, politicians, writers and <span>journalists commonly use the term ‘respect’ in their arguments with <span>remarkable conviction. Throughout every segment of our society there <span>is an increasing demand for respect (Hill Jr., 2000; O’Connell, 2000).<br /><span>A common belief has been that there is a lack of respect among the <span>young for the older generation, while young people often argue that <span>respect is not returned and their views are repeatedly ignored.<br /><span>Politicians tell us that many of the complex problems facing our <span>modern, multicultural societies are due to a lack of respect. Educators <span>must gain the respect of those they wish to teach in order to obtain <span>their attention.</span></span></span></span></span></span></span></span></span></span></span></span></span><br /></span>انجمن پژوهشهای آموزشی ایرانپژوهش در نظامهای آموزشی2383-132451420111122Translation Evaluation in Educational Settings for Training PurposesTranslation Evaluation in Educational Settings for Training Purposes10912785688FAMasoud SharififarAssistant Professor, Shahid Bahonar University of KermanMina Zand RahimiM. A in Shahid Bahonar University of KermanJournal Article20190401<span>The following article describes different methods and techniques used in <span>educational settings for translation evaluation. Translation evaluation is the <span>placing of value on a translation i.e. awarding a mark, even if only a binary <span>pass/fail one. In the present study, different features of the texts chosen for <span>evaluation were firstly considered and then scoring the text based on their <span>difficulty was discussed. For translator teachers and evaluators a key <span>problem is assessing the difficulty of source texts used in tests and <span>examinations. Thus, the significance of corpus as a large collection of texts <span>in electronic format which can be a useful performance-enhancing tool in <span>translating and evaluating was described.</span></span></span></span></span></span></span></span></span><br /></span>انجمن پژوهشهای آموزشی ایرانپژوهش در نظامهای آموزشی2383-132451420111122Monitoring and Evaluation of Higher Education in Islamic Republic of IranMonitoring and Evaluation of Higher Education in Islamic Republic of Iran12914585689FASeyed Kamal VaeziFaculty member of University of TehranJournal Article20190401<span>This study analyzes the monitoring and evaluation of higher education in the <span>field of higher education development program, evaluation and monitoring <span>procedures and standards, including the different actions taken by evaluation<br /><span>and monitoring agencies and association in Islamic Republic of Iran <span>(governmental and nongovernmental). In an indirect process for determining <span>the eligibility of higher education institutions to participate in state <span>development higher education programs it has directed that institutions are <span>eligible for participation if they meet two fundamental conditions: <span>1. Be able to evaluate, monitor, analyze and predict fundamental changes <span>in science and technology in order to keep abreast of the global fundamental <span>changes in science and technology.<br /><span>2. Be able to develop priorities to plan and organize technological <span>activities of the country to reengineer nationwide development of science <span>and technology and to provide a sustainable structure for higher education <span>developmental program. It emphasizes the choices made by monitoring and <span>evaluation agencies at different times as how they would conduct <span>evaluations and what standards they would use. This issues and <span>circumstances are surrounding the initial development of evaluation and <span>monitoring and major changes in procedure and standards. Also attention is <span>given to some of the challenges that presently are posing for evaluation<br /><span>procedures as growing complexity, globalization and advances in <span>instructional uses of electronic technology allow new forms of higher <span>education provision to emerge. The existing policies need to be re-examined, <span>and new policies be developed. While higher education innovations must be <span>recognized, it is also true that monitoring agencies have greatly assisted their <span>career. In this process monitoring agencies serve as a public brain system to <span>advocate changes that will improve higher education practice</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /></span>انجمن پژوهشهای آموزشی ایرانپژوهش در نظامهای آموزشی2383-132451420111122Internal Evaluation in the Higher Education System: A Case Study in IranInternal Evaluation in the Higher Education System: A Case Study in Iran14716785690FAMohammad SharafPh. D student at Allameh Tabataba’i UniversityAlireza Mirzaei KarzanEvaluation expert of Medical University of IlamSaeed MazbuhiPh. D student at Allameh Tabataba’i UniversityJournal Article20190401<span>This paper aims to report on the implementation of internal evaluation in the <span>departments of the college of human sciences (theology, Persian language <span>and literature, and accounting and economics) in Ilam University, Iran, in<br /><span>order to improve educational quality. This paper points out the findings <span>obtained from a case study of implementing internal evaluation, <span>encompassing 12 steps, in the departments of a university in Iran. Qualitative <span>and quantitative methodologies were used to collect data from the heads, <span>faculty members, students, alumni, and library staff of the departments, as <span>well as the immediate managers of the alumni. The methods of data <span>collection included interviews, group discussions, questionnaires, and <span>checklists. The results of the study show that two departments, Theology and <span>Persian Language and Literature, were desirable in terms of the quality of <span>the seven criteria under evaluation (department management and structure, <span>faculty members, students, alumni, teaching and learning processes, <span>implemented courses, equipment and resources of libraries), and the <span>of Accounting and Economics was quite desirable in this <span>respect. The study also indicated that there were differences among the <span>departments in terms of the quality of the factors under evaluation<span>.</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /></span></span>انجمن پژوهشهای آموزشی ایرانپژوهش در نظامهای آموزشی2383-132451420111122From Internal Evaluation toward Quality Assurance in Distance Higher Education of IranFrom Internal Evaluation toward Quality Assurance in Distance Higher Education of Iran16918385691FAReza MohammadiFaculty member in national Organization for Educational Testing, Ph.D Candidate of higher
education management in Shahid Beheshti UniersityFaranak MokhtarianExpert of research in National Organization for Educational Testing, Ph.D student of
educational Administration in University of Tehran.Atefeh SaedTeacher College & research associate of National Organization for Educational TestingJournal Article20190401<span>Iranian higher education (HE) includes two headquarters named Ministry of <span>Science, Research and Technology and Ministry of Health and Medical <span>education; it also contains about 1500 universities and HE institutions. There <span>are presence and distance courses in HE. But because of the existing variety <span>and flexible courses in distance education it attracts considerable notice to <span>itself. This kind of education is mainly fulfilled through Payam-e-nour <span>University (PU). Therefore, expansion of this education necessitates an <span>evaluation of its quality and assurance system. PU with having 45 involved<br /><span>departments<span>4 <span>is considered among universities providing distance education. <span>Results of doing internal evaluation (IE) in departments of this university <span>indicate the requirement of university attention to its input, process and <span>output quality. Considering the diffuseness in educational region and centre <span>of this university, existence of inequality in educational, studious and <span>professional service exposure is unavoidable; however these cases with the <span>mechanism of evaluation and accreditation could be recognized, and through <span>their recognition or reduction, quality improvement would be possible. <span>Hence, after reviewing of Iranian HE, with emphasizing on internal <span>evaluation, achievements of one decade quality management in HE in <span>general and in distance education in particular will be discussed.</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /></span></span></span>